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All Journal Fokus Bisnis JURNAL PENDIDIKAN TAMBUSAI Journal on Education Management Studies and Entrepreneurship Journal (MSEJ) Community Development Journal: Jurnal Pengabdian Masyarakat Journal Competency of Business Journal of Digital Business and Management Empowering Humanity Fokus Bisnis: Media Pengkajian Manajemen dan Akuntansi Jurnal Ekonomi, Manajemen, Akuntansi Journal of Social Entrepreneurship and Creative Technology Maneggio Nomico Sharia Oikonomia Law Journal Pengabdian: Jurnal Abdimas International Journal of Educational Narratives Journal of Social Science Utilizing Technology
Dodi Setiawan Riatmaja
Universitas Amikom Yogyakarta
Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Psychological Theories in Science Education: Bridging the Gap Between Theory and Practice Dodi Setiawan Riatmaja; Natalia Holub; Ibrahim Haroun
International Journal of Educational Narratives Vol. 2 No. 6 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v2i6.1746

Abstract

The integration of psychological theories into science education has gained increasing attention as educators strive to improve student learning outcomes. Despite the wealth of psychological frameworks available, there remains a significant gap between theory and practice in the context of science teaching. Psychological theories, such as cognitive load theory, constructivism, and socio-cultural learning, offer valuable insights into how students learn and engage with scientific concepts. However, their application in real classroom settings is often underexplored. This research aims to investigate how psychological theories can be effectively integrated into science education practices and explore the challenges educators face when attempting to bridge the gap between theoretical knowledge and practical teaching methods. The study employs a mixed-methods approach, combining quantitative surveys with qualitative interviews to gather data from science educators across various educational levels. The findings indicate that while educators are generally familiar with psychological theories, there is a lack of consistent implementation in the classroom. Teachers report difficulties in adapting these theories to diverse student needs and varying classroom environments. The study concludes that greater professional development and practical resources are essential to help educators apply psychological theories effectively in science education. In conclusion, bridging the gap between psychological theories and science education practice requires a concerted effort from both educators and policymakers. Training programs should focus on equipping teachers with the knowledge and tools needed to integrate psychological principles into their teaching methods, ensuring more effective science instruction.
Gamification in Higher Education: Enhancing Student Motivation and Cognitive Outcomes Through Game-Based Learning Andres Villanueva; Dina Destari; Dodi Setiawan Riatmaja
Journal of Social Science Utilizing Technology Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jssut.v4i1.3429

Abstract

The increasing demand for active, engaging, and meaningful learning in higher education has encouraged the adoption of innovative instructional strategies such as gamification. Traditional teaching approaches often struggle to sustain student motivation and to promote higher-order cognitive outcomes, particularly in digitally mediated learning environments. This study aims to examine the role of gamification in higher education by analyzing its effectiveness in enhancing student motivation and cognitive outcomes through game-based learning. A quantitative quasi-experimental research design was employed, involving undergraduate students divided into experimental and control groups. Data were collected using validated motivation questionnaires and cognitive achievement tests aligned with course learning objectives, and were analyzed using descriptive and inferential statistical techniques. The results demonstrate that students exposed to gamified learning environments show significantly higher levels of intrinsic motivation, engagement, and persistence compared to those in non-gamified settings. In addition, gamification was found to have a positive and significant effect on cognitive outcomes, particularly in comprehension, application, and problem-solving skills. These findings indicate that gamification contributes not only to affective engagement but also to meaningful cognitive development. In conclusion, the study confirms that well-designed gamification can function as an effective pedagogical approach in higher education, supporting both motivational and cognitive dimensions of learning when aligned with instructional goals.
DIGITAL CONSUMER LITERACY, FOMO, AND THE RISKS OF ONLINE LOANS FOR STUDENTS AT PP DARUL ARQOM PURWOREJO Dinda Sukmaningrum; Dodi Setiawan Riatmaja; Narwanto Nurcahyo
EMPOWERING HUMANITY Vol. 4 No. 1 (2026): Current Issues 7
Publisher : SMARTINDO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58765/emhum.v4i1.429

Abstract

The development of digital technology and social media has transformed the consumption patterns of the younger generation, including santri who are now increasingly exposed to the digital ecosystem. This community empowerment program aims to improve digital consumer literacy, raise awareness of the Fear of Missing Out (FOMO) phenomenon, and enhance understanding of the risks of online loans among santri at PP Darul Arqom Muhammadiyah Jono Purworejo. Activities were conducted using an interactive educational approach based on the Stimulus-Organism-Response (S-O-R) framework, including interactive lectures, case simulations, group discussions, and digital campaigns. The results of the activities showed an increase in participants’ knowledge regarding the dangers of FOMO, their ability to identify illegal online lending practices, and their readiness to adopt responsible financial behaviors. This program contributes to shaping students who are digitally savvy and critical of consumerist pressures in the e-commerce era.
Co-Authors Achmad Fauzan Ahmad Muktamar B Al Ikhlas Andres Villanueva Antonius Rino Vanchapo Asdi Asdi Ava Lee Bekti Utomo Beno Jange Chenda Dara Christ Windreis Dara Vann Dina Destari Dinda Sukmaningrum Dinda Sukmaningrum Emma Brown Erlita Ridanasti Ethan Tan Fadli Agus Triansyah Fajar Satriyawan Wahyudi Hendra Kasman Herikson Tampubolon Ibrahim Haroun Imam Prawiranegara Gani Ingrid Olsson Ivonne Ayesh Jacobus Wiwin Kuswinardi James Njoroge Jedithjah Naapia Tamedi Papia Johny Aninam Kholid Ansori KMT Lasiatun KMT Lasmiatun Lalu Supardin Loria Wahyuni, Loria Lucas Wong Mawardi Mawardi Meike Negawati Kesek Melinda Yusri Rizki Mira Hastin Narwanto Nurcahyo Narwanto Nurcahyo Natalia Holub Nurhayanto Nurhayanto Nurwanto Nurcahyo Olyvia Rosalia Rania Al-Mohammed Rukhmana, Trisna Ryan Teo Sakura Suzuki Seo Jiwon Sevi Andriasari Sigit Wibawanto Sofia Lim Suci Novita Wijayanti Susanti Usman Thomas Mitchell Vicheka Rith Wetri Efita Wijayanti, Lumastari Ajeng Yenti Afriani Zainal Firdaus Wardhana